1994年12月 2-4 國小教師心理需求強度與困擾之關係和理論模式驗證研究

李坤崇
國立臺南師範學院初等教育系


本研究旨在依據Maslow需求層次論、參酌有關此理論的文獻來探討心理需求強度與心理需求困擾的關係,考驗國小教師心理需求強度和心理需求困擾理論模式的適切性。
採用「教師需求強度量表」(李坤崇,民83a)、「教師生活需求量表」(李坤崇,民83b)等兩種量表為工具,隨機調查 1,156名國小教師為有效樣本,結果發現: 1.生理、安全需求強度分別與其需求困擾具較高的正相關;愛與隸屬、尊重、自我實現需求強度分別與其需求困擾具較高的負相關。 2.五項需求強度與五項需求困擾的關係透過四個典型因素而相互影響。 3.綜合Maslow和Alderfer理論、國情文化差異,提出分成生存、人際關係、成長等三種需求的分類模式。 4.國小教師心理需求強度和心理需求困擾理論模式欠佳。 5.就研究發現提出刪除屬性變項,刪除某些潛在自變項與潛在依變項的關係及將心理需求分為三類的理論修正模式。

關鍵字
國小教師、心理需求強度、心理需求困擾

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